Hi all when I interviewed a number of TBL practitioners that use online iRATs...they all told the same story....initially had this same concern...but had not seen ANY problems...so they no longer worry about this jim *Jim Sibley* *I am lucky to be a Board Member for the Vancouver Fringe* *Ask me about independent theatre in Vancouver...* Join us for the Fringe’s 30th Birthday Bash <http://www.vancouverfringe.com/openingnight/> on September 2 with the Vancouver premier of TJ Dawe’s *Marathon <http://www.vancouverfringe.com/show/14SOP1/>* and the Cave Singers <http://www.vancouverfringe.com/show/14SOP2/> in concert! _______________________________________ Jim Sibley and Amanda Bradley 106-2575 West 4th Ave. Vancouver, BC Canada h 604-564-1043 w 604-822-9241 On Mon, Aug 11, 2014 at 1:14 PM, Small, Candice B. <[log in to unmask]> wrote: > Justin and all, > > > > Since the IRATs were online and timed, they didn’t have access to the > questions before or after they took it. If they’d been really motivated, > they could’ve done screen captures or other workarounds but with the class > moving so fast and this being a gen ed class, I don’t think any were * > *that** motivated. Finally, my IRAT questions are applied. So while the > handbook reading would tell them what utilitarianism is, its strengths, > weaknesses, and uses, consulting the reading would not tell them the answer > to “Which of these is the best example of utilitarianism?” The reading > would just give them more food for thought on the answer, which is never a > bad thing! > > > > Now that I think about it- I use the same system in my f2f TBL classes: > IRAT in our LMS, TRAT in person. Seems to work fine. > > > > Best, > > Candice > > > > > > Candice Benjes-Small, MLIS > > Head, Information Literacy & Outreach > > McConnell Library, Radford University, Radford, VA > > 540.831.6801 > > [log in to unmask] > > > > > > *From:* Team-Based Learning [mailto:[log in to unmask]] *On > Behalf Of *Justin Kalef > *Sent:* Monday, August 11, 2014 3:03 PM > *To:* [log in to unmask] > *Subject:* Re: TBL in an online, compressed course > > > > Thanks, Candice. > > > > One question: since the students took the IRAT *by* midnight, and only > then wrote the TRAT together, couldn't they simply consult their readings > in the meantime to discover the correct quiz answers? > > > > On Monday, August 11, 2014 11:55 AM, "Sibley, James Edward" < > [log in to unmask]> wrote: > > > > > > > > *From: *<Small>, "Candice B." <[log in to unmask]> > *Date: *Monday, August 11, 2014 at 11:45 AM > *To: *"[log in to unmask]" <[log in to unmask]> > *Cc: *James Sibley <[log in to unmask]> > *Subject: *RE: TBL in an online, compressed course > > > > Hi all, > > > > I wanted to share my experience using TBL for a summer class that just > finished. I’ve used TBL twice now to great effect with this particular > course, which focuses on ethical reasoning and learning how to work in > groups. It is taken primarily by freshmen and sophomores and is a gen ed > class. The new twist: the class was online, and in a compressed format > (just under 5 weeks). > > > > Key for me was making my class have a synchronous component. All students > had to be available from 10 am to 12 noon on Wednesdays, which were > reserved for group meetings. On the very first day, student had an > assignment to learn how to use Adobe Connect, our campus meeting software, > which we used for the group meetings. Students took the IRAT through our > LMS, with the grade suppressed, by midnight on Tuesday. In the group > meeting, they started with the TRAT. Same quiz in the LMS, but this time > when it was submitted, the grades and answers were immediately released. I > used the 70% rule so that those who scored less than that on the IRAT got > the lower score as their TRAT grade for that meeting. > > > > I monitored the TRAT taking and as each group finished, I’d pop into their > group meeting room and clear up misconceptions. I probably spent 5 to 15 > minutes with each group, so it was probably best that I only had 3 groups! > > > > I also had “pre-work” due Monday and Tuesday which was then scaffolded > into the team activities during the Wed meeting. For example, they might > have to watch a video and write a reflection on it on Monday, and then on > Wed they would use the content from the video in a different way that > employed concepts from the TRAT. If the students did not complete the > pre-work, they did not get full credit for the team meeting. > > > > I initially wanted to use TBL to ensure accountability in the group > meetings, which is very difficult to do with 1) undergrads 2) taking a gen > ed class 3)online. And happily, the TBL method did keep the slackers from > riding the higher-achieving students’ coat tails. > > > > At the end of the course, I had my students provide feedback and while my > class was small, all the students reported liking the TBL- even those who > were not doing the pre-work or missed the 70% cutoff. Many mentioned the > true purpose of TBL: they loved talking to each other during the TRAT and > learning from each other! > > > > Of course, there are a few things to tweak before I teach it again, but > overall, I was very, very pleased with the TBL component of the class. > > > > -Candice > > > > > > Candice Benjes-Small, MLIS > > Head, Information Literacy & Outreach > > McConnell Library, Radford University, Radford, VA > > 540.831.6801 > > *[log in to unmask]* <[log in to unmask]> > > > > > > >